Abstract
The major focus of this discussant article concerns a central and convergent implication from the contributions to this special issue, which is the preparation and empowerment of teachers to engage in transactional strategy instruction. It is suggested that teacher educators can draw from prior research and current instructional practices to map out the necessary and sufficient conditions for teacher training in transactional strategy instruction. The article ends with consideration of two general issues: the conceptualization of students’ motivation to learn and cognitive strategy instruction beyond the domains of reading and writing.
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